Implementation of Game-Based Learning in a Tertiary General Education Course

This paper examines the implementation of game-based learning (GBL) through a modified version of the commercial strategy game Civilization in "In Dialogue with Nature," a general education seminar course at The Chinese University of Hong Kong. The authors argue that modifying an existing commercial off-the-shelf game, rather than building one from scratch, lets educators focus on pedagogical design while relying on proven game mechanics. The authors added two historical scenarios, a 4000 BC world map and a 1500 AD setting, to help students reflect on how political, economic, cultural, and geographical factors shape scientific development, a central intended learning outcome of the course.

The study draws on five consecutive academic years (2016-17 to 2020-21) and 1,111 student respondents, with 626 students playing the game and 485 participating in Blackboard online discussions as an alternative optional assessment. Survey results showed that game-based students rated the activity significantly higher on interest, conceptual understanding, enjoyment, helpfulness, and convenience, using a 5-point Likert scale. They also reported higher self-perceived attainment of course learning outcomes on a 6-point scale. Course grades were higher for the game group (3.236 versus 3.180 on a 4-point scale), and after adjusting for prior cumulative grade point averages, the game group showed a gain of 0.116 points compared with negligible gain for the discussion group. Game players spent more time on the activity without a measurable reduction in lecture or tutorial attendance, reading, or reflective writing.

The authors acknowledge that the design is observational and that selection effects and causality cannot be fully ruled out, though they conclude that the game is a useful complement to traditional pedagogy in this setting.